Anthropology has paid close attention to linguistic interaction and foreign language learning. This study approaches the use of dialogic learning that has strong roots in anthropology, sociology and applied linguistics. Following earlier research on teaching content in English in different subjects of teacher training through dialogic interaction,…

This year marks the fortieth anniversary of the publication of two landmark articles concerning the "good language learner". In the years since, vigorous debate has revolved around both theoretical issues (including definition, classification, theoretical foundation, and the relationship of strategies to successful learning) and…

This paper reports on the findings of two qualitative exploratory studies that sought to investigate design features of help options in computer-based L2 listening materials. Informed by principles of participatory design, language learners, software designers, language teachers, and a computer programmer worked collaboratively in a series of…

This study investigates the benefits of collaborative writing tasks. Previous research from the perspective of the sociocultural theory of mind suggests that writing tasks completed in pairs offer learners an opportunity to collaborate in the solution of their language-related problems, co-construct new language knowledge, and produce…

The present study aimed to identify the first year college students' learning and experiences in an EFL flipped classroom at the State Islamic University of Ar-Raniry in Indonesia. 27 students who enrolled in English 2 course participated as samples of this study. The data were collected from diverse sources including questionnaire surveys, focus…

An interaction is the heart of language teaching and learning. Classroom interaction initially refers to conversational exchanges between teacher, as an initiator, and students, as responders. However, the dimension of interaction in the classroom is not solely on conversational adjustment among interactants. The aim of the study was to report the…

This article presents a preliminary investigation of the inter-relationships between English learners' tolerance for ambiguity, their classroom work styles, and their level of English proficiency. The study population comprised 46 English as a foreign language (EFL) students attending a technical college in Taiwan. The findings indicated that a…

Providing learners of a foreign language with meaningful opportunities for interactions, specifically with native speakers, is especially challenging for instructors. One way to overcome this obstacle is through video-synchronous computer-mediated communication tools such as Skype software. This study reports quantitative and qualitative data from…

This present research was aimed to improve the EFL learners' speaking ability and their classroom activities through the implementation of Interactive Storytelling Strategy. Therefore, this study was directed to explore the beneficial of Interactive Storytelling that closely related to the EFL learners' everyday activities at their home and…

This paper reports on the interaction between upper intermediate German as a Foreign Language (GFL) learners in Tokyo and prospective GFL teachers in Berlin in an online videoconferencing environment. It focuses on the way problems in comprehension and production are brought up and solved in the subsequent interaction. Our findings illustrate that…

The contribution brings part of the research results on using interactive boards in teaching English at lower-secondary stage of elementary schools in the Czech Republic. The whole research focused on ways of using this modern device, on types of interaction and mainly tried to find out whether there is sufficient space for developing…

This study is an attempt to provide an in-depth understanding of the teaching practices of Indonesian vocational English master teachers, focusing on their use of questioning strategies. Using a qualitative approach, this study was carried out in three vocational schools and involved three selected master teachers. Data were collected through 23…

Collaborative output has been found to facilitate L2 lexical learning due to the cognitive word processing engendered in it. Yet it is not clear how interactions involved in collaborative output could affect learners' word processing and hence their lexical learning. This paper takes a sociocultural perspective to investigate Chinese EFL learners'…

This study examined the reliability and structure of the Classroom Assessment Scoring System (CLASS; Pianta, R. C., K. M. La Paro, and B. K. Hamre. 2008. "Classroom Assessment Scoring System. Manual Pre-K." Baltimore, MD: Brookes) and the quality of interactional processes in a German pre-school setting, drawing on a sample of 390…

Pre-writing stage has been considered very significant as it enhances writing performance in that learners can have discussions with the teacher and/or their peers. They can also outline and organize their ideas individually to prepare themselves for writing. This study investigated the effects of using pictures and interactions in the pre-writing…